Elaboration (6) ACLASFC021
clarifying points of information, for example by asking: PRO2 MEAN…? Do you mean …? THAT RIGHT? Is that right? …RIGHT PRO1? … am I right?
Elaboration (6) | ACLASFC021 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFU050
or unequally, where one clause depends on another, for example: I-F BORED, OPEN-BOOK READ If you are bored, read a book.
Elaboration (5) | ACLASFU050 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLASFC091
expressing feelings using lexical signs and affective NMFs, for example: PRO1 HAPPY I’m happy. PRO3 GRUMPY She’s grumpy.
Elaboration (1) | ACLASFC091 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (2) ACLASFC109
recounting personal experiences using specific time-related signs and conjunctions, such as: LAST HOLIDAYS PRO1 CAMP Last holidays I went camping.
Elaboration (2) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC109
describing activities they have completed using some verb modifications to show manner, for example: PRO1 WRITE-carelessly I wrote it very quickly.
Elaboration (3) | ACLASFC109 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration ACLASFC110
negotiating roles and responsibilities in shared learning activities, using expressions such as: PRO2 TYPE PRO1 WRITE You type and I’ll write.
Elaboration | ACLASFC110 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC127
expressing feelings using lexical signs and affective NMFs, for example: PRO1 HAPPY I’m happy. PRO3 GRUMPY She’s grumpy.
Elaboration (5) | ACLASFC127 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC133
creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’, PRO2 THINK PRO1 SHY? Do you think I’m shy?
Elaboration (3) | ACLASFC133 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (4) ACLASFC145
expressing preferences in relation to people, places or things, for example: PRO1 LIKE THAT, THAT, BUT THAT BEST BOOK I like that one, and that one, but that one is the best book.
Elaboration (4) | ACLASFC145 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC219
apologising and thanking, for example: THANK-YOU HELP-me Thank you for helping me. SORRY PRO1 FORGOT I’m sorry; it was an accident.
Elaboration (5) | ACLASFC219 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (5) ACLASFC223
creating amusing sequences of signs using a fixed handshape, such as the index finger ‘point’: PRO2 THINK PRO1 SHY? Do you think I’m shy?
Elaboration (5) | ACLASFC223 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (3) ACLASFC057
using evaluative language to acknowledge strengths in others’ arguments or to challenge others’ views in a courteous manner, for example: RIGHT-YEAH, PRO2 DIFFERENT PERSPECTIVE. PRO1 NEVER THOUGHT Oh yeah, that’s a different take on it. I never thought …
Elaboration (3) | ACLASFC057 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | First Language Learner Pathway | Auslan | Languages | F-10 curriculum
Elaboration (1) ACLVIC020
using appropriate discussion protocols such as inviting others to contribute to discussions or provide feedback on own ideas, respecting others’ opinions, and providing evidence to contradict, challenge or rebut alternative views in a polite manner if …
Elaboration (1) | ACLVIC020 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Vietnamese | Languages | F-10 curriculum
Elaboration (3) ACLGEC113
investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, …
Elaboration (3) | ACLGEC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLJAU138
recognising that there are 19 distinct consonants in Japanese (k, g, s, sh, z, j, t, ch, ts, d, n, h, f, b, p, m, y, r, w) and five vowels (a, i, u, e, o)
Elaboration | ACLJAU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (8) ACLKOU165
recognising how word orders are different and syntactic functions are realised differently in simple sentences in Korean and English, for example, ‘저는 (subject) 사과를 (object) 먹어요 (verb)’ versus ‘I (subject) eat (verb) an apple (object)’
Elaboration (8) | ACLKOU165 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Korean | Languages | F-10 curriculum
Elaboration ACLHIU108
identifying elements of Hindi that reflect cultural traditions and values, such as the use of forms of address that reflect status, age and relationship, for example, using the suffix ji when referring to elders or people who merit respect, forms of address …
Elaboration | ACLHIU108 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Hindi | Languages | F-10 curriculum
Elaboration (2) ACLJAC150
responding to simple spoken, written or digital narratives such as folk tales, anime, manga or films that evoke positive or negative emotions such as happiness, amusement or affection, fear or anger, connecting these with their own experiences by using …
Elaboration (2) | ACLJAC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (3) ACLJAU192
understanding that changes occur in kanji readings, for example, 新(あたら)しい、新聞(しんぶん)、聞(き)きます、オーストラリア人(じん)、(ひと)
Elaboration (3) | ACLJAU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Japanese | Languages | F-10 curriculum
Elaboration (2) ACLJAC024
reviewing a video clip, anime or film excerpt popular with Japanese students of the same age, identifying aspects that they enjoyed or disliked, for example, おもしろかったです。だから、また見(み)たいです。おもしろかったです。でも、ながかったです。
Elaboration (2) | ACLJAC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Japanese | Languages | F-10 curriculum